This is rather verbose template for a unit plan based on the assignment sheet distributed previously. Feel free to create parts of this plan on separate pages and just link them to this front page. Also, please delete the italicized instructions for each section as you complete them to reduce clutter.- fogleman
Author: Jillian Boisse
Grade Level: 11
Course: College Prep. Biology
Purpose of Unit
Learning Performances and Standards
Identify what ideas in what standards you are addressing. Be sure to "unpack" the standards you use to state its subtopics, what students need to understand before addressing this standard, and the probable misconceptions that students may hold. Once you have your standards, you should state your learning objectives for the unit in terms of learning performances that express the cognitive work students will be able to do with what you are teaching them. Use our list of science practices as a resource. Note: You are encouraged to use the standards you or someone else has already unpacked in this class.
Outline, Concept Map, or other Graphical Representation of the Concepts Addressed in the Unit
If you decide to do a concept map, you can create this online at www.gliffy.com. Mindmaps can be created at www.mind42.com. You can also just make your drawing on paper, scan it, and embed it in this (or a linked) page as a jpg.
Lesson Sequence
Present a sequence of lessons for 10-15 days of instruction, including at least one lesson that provides students with opportunities to engage in inquiry practices described in class.You should use the RI Lesson Plate Template to develop each lesson. Abbreviated Lesson Plan October 6, 2008
Assessment Plan
Describe how you will assess your students' understanding of the unit's learning goals throughout the unit. These assessments should include formative assessments, e.g. questions that you ask that probe probable misconceptions, embedded assessments, e.g. activity artifacts, and summative assessments, e.g. tests and quizzes. Note: You are encouraged to use the assessment developed in class in this section.
Rationale
VERY IMPORTANTYour rationale should focus on the following questions: How did you make the topic meaningful for students? How did you make use of inquiry? What are the ways in which you assessed student learning? How did you take account of students' prior experiences and knowledge? How will you sequence lessons so that they support the understanding of the learning outcomes? How will you help students make sense of the materials? Please make use of class readings and discussions in writing your rationale. The rationale is important because it serves as evidence that you are thinking about the unit like a teacher, i.e. going beyond "writing plans" to thinking about how you are going to engage your students with a topic in a way that builds over two or three weeks.
Title: Ecology and Plant Science
This is rather verbose template for a unit plan based on the assignment sheet distributed previously. Feel free to create parts of this plan on separate pages and just link them to this front page. Also, please delete the italicized instructions for each section as you complete them to reduce clutter. -
Author: Jillian Boisse
Grade Level: 11
Course: College Prep. Biology
Purpose of Unit
Learning Performances and Standards
Identify what ideas in what standards you are addressing. Be sure to "unpack" the standards you use to state its subtopics, what students need to understand before addressing this standard, and the probable misconceptions that students may hold. Once you have your standards, you should state your learning objectives for the unit in terms of learning performances that express the cognitive work students will be able to do with what you are teaching them. Use our list of science practices as a resource. Note: You are encouraged to use the standards you or someone else has already unpacked in this class.Outline, Concept Map, or other Graphical Representation of the Concepts Addressed in the Unit
If you decide to do a concept map, you can create this online at www.gliffy.com. Mindmaps can be created at www.mind42.com. You can also just make your drawing on paper, scan it, and embed it in this (or a linked) page as a jpg.Lesson Sequence
Present a sequence of lessons for 10-15 days of instruction, including at least one lesson that provides students with opportunities to engage in inquiry practices described in class. You should use the RI Lesson Plate Template to develop each lesson.Abbreviated Lesson Plan October 6, 2008
Assessment Plan
Describe how you will assess your students' understanding of the unit's learning goals throughout the unit. These assessments should include formative assessments, e.g. questions that you ask that probe probable misconceptions, embedded assessments, e.g. activity artifacts, and summative assessments, e.g. tests and quizzes. Note: You are encouraged to use the assessment developed in class in this section.Rationale
VERY IMPORTANTYour rationale should focus on the following questions: How did you make the topic meaningful for students? How did you make use of inquiry? What are the ways in which you assessed student learning? How did you take account of students' prior experiences and knowledge? How will you sequence lessons so that they support the understanding of the learning outcomes? How will you help students make sense of the materials? Please make use of class readings and discussions in writing your rationale. The rationale is important because it serves as evidence that you are thinking about the unit like a teacher, i.e. going beyond "writing plans" to thinking about how you are going to engage your students with a topic in a way that builds over two or three weeks.